"There Is So Much That We Cannot Control": Understanding Teachers' Perceptions of Teacher Evaluation Policy

• In Event: 31.045 - Challenging and Dismantling Gates: Reframing Assessment, Evaluation, and Teacher Certification

Abstract

Little data exists on teacher perspectives on the inclusion of student achievement data in Teacher Evaluation (TE) systems. Guided by Policy Implementation theory, this study aimed to contextualize such systems by examining teachers’ perceptions of TE based on student performance. Teachers from the Southwestern USA completed a modified Policy Characteristics Scale (Tuytens & Devos, 2009) and answered open-ended questions. Quantitative data were analyzed using ANOVA and t-tests, qualitative data were analyzed using constant comparison. Results indicated that teachers were vehemently against the policy of existing salary being contingent on student performance and were concerned with the unfairness of the evaluation process. Administrators should expect resistance from teachers and work with them to solve the tension when implementing merit-based pay policies.

Authors

• Ja Youn Kwon, Arizona State University

• Michalis Stylianou, Arizona State University

• Pamela H. Kulinna, Arizona State University

• Pamela Roggeman, Arizona State University